Educational Project Plan: Celebrations Lotería Game
Grade: 1st Grade (Primary)
Scenario: Classroom
Main Issue: Students will learn about Mexican celebrations and create their own traditional Mexican lotería game featuring these celebrations.
Methodology: Inquiry-Based Learning with STEAM Approach
Articulating Axes: Inclusion, Critical Interculturality, Arts and Aesthetic Experiences, Gender Equality
| Phase | Time | Activities | Objectives | Adaptations for Age & Inclusion |
|---|---|---|---|---|
| Phase 1: Introduction, Prior Knowledge, Problem Identification | 1 week (2 sessions of 45 min each) | - Discuss Mexican celebrations (e.g., Día de los Muertos, Independence Day, Christmas, Cinco de Mayo).<br>- Use pictures, stories, and music to activate prior knowledge.<br>- Present the problem: "How can we learn about celebrations and make our own game?" | - Connect prior knowledge with new content.<br>- Identify students' understanding of celebrations.<br>- Introduce the project context. | Use visual aids, stories, and songs suitable for diverse learners.<br>Ensure inclusive examples representing different cultural backgrounds and gender roles. |
| Phase 2: Inquiry Questions, Initial Explanation | 1 week (2 sessions of 45 min each) | - Pose questions: "What celebrations do you know?", "What images or symbols are related to these celebrations?"<br>- Group discussion and brainstorming.<br>- Teacher provides initial explanations about the symbols and traditions of Mexican celebrations. | - Stimulate curiosity and critical thinking.<br>- Clarify concepts about traditions and symbols.<br>- Encourage student questioning. | Use collaborative discussion, visual supports, and adaptable language to support all learners. |
| Phase 3: Conclusions related to the general problem | 1 week (2 sessions of 45 min each) | - Summarize what has been learned.<br>- Create a mind map or drawing about Mexican celebrations.<br>- Reflect on the importance of these celebrations in Mexican culture. | - Consolidate knowledge.<br>- Develop intercultural awareness and appreciation.<br>- Foster respect for diversity. | Use inclusive language and diverse cultural representations. Provide options for visual, verbal, or kinesthetic expression. |
| Phase 4: Design and Construction of a Proposal, Evaluation and Dissemination | 2 weeks (4 sessions of 45 min each) | - Students select celebrations to include in their loto.<br>- Draw or craft images representing each celebration.<br>- Design their own loto cards.<br>- Play the loto game in class.<br>- Present their loto game to peers and families. | - Apply knowledge creatively.<br>- Develop arts and aesthetic skills.<br>- Promote gender equality and inclusion in content.<br>- Foster teamwork and presentation skills. | Use diverse materials, encourage collaborative work, and ensure all students participate equally. Include prompts to reflect on gender roles and cultural diversity. |
| Step | Activities | Time | Purpose | Adaptations |
|---|---|---|---|---|
| Activation of prior knowledge | Show pictures and music of Mexican celebrations; discuss students' experiences. | 45 min | Engage students and connect to familiar concepts. | Visual supports for visual learners; simplified language for diverse levels. |
| Problem presentation | Present the challenge: creating a traditional loto game about celebrations. | 15 min | Motivate students and set project goals. | Use storytelling and examples to make it engaging. |
| Step | Activities | Time | Purpose | Adaptations |
|---|---|---|---|---|
| Questioning and discussion | Students share their knowledge; teacher guides with questions like "What symbols do you see?" | 45 min | Stimulate curiosity and critical thinking. | Use visual aids; encourage participation from shy students. |
| Teacher’s explanation | Brief explanations about the significance of symbols and traditions. | 15 min | Clarify concepts and deepen understanding. | Use stories, videos, or role-playing to make it accessible. |
| Step | Activities | Time | Purpose | Adaptations |
|---|---|---|---|---|
| Create mind maps or drawings | Students illustrate or draw what they learned about Mexican celebrations. | 45 min | Reinforce knowledge; encourage artistic expression. | Provide drawing templates or assistive tools as needed. |
| Group reflection | Discuss the importance of traditions and intercultural diversity. | 15 min | Build intercultural awareness. | Include diverse cultural examples and promote respect. |
| Step | Activities | Time | Purpose | Adaptations |
|---|---|---|---|---|
| Selection and drawing of symbols | Students choose celebrations and draw symbols/icons. | 45 min | Develop artistic and cultural understanding. | Use tactile materials for sensory learners; support with templates. |
| Design of loto cards | Create loto cards with images; organize play. | 45 min | Apply learning creatively; develop fine motor skills. | Use large images, pre-cut cards, or digital tools if available. |
| Playing the loto game | Group play, encouraging inclusion and teamwork. | 45 min | Reinforce knowledge through fun activity. | Adapt rules as needed; ensure all students participate equally. |
| Presentation and reflection | Students share their loto game; reflect on the learning process. | 45 min | Disseminate learning; foster pride and intercultural respect. | Use oral presentations, drawings, or digital slides, accommodating different skills. |
| Axis | Activities | Strategies | Expected Outcomes |
|---|---|---|---|
| Inclusion | Use diverse cultural symbols, materials, and language | Visual aids, tactile resources, support for diverse learners | All students feel represented and valued. |
| Critical Interculturality | Discuss the significance of traditions across cultures, promote respect | Group discussions, reflections | Appreciation of diversity and intercultural understanding. |
| Arts and Aesthetic Experiences | Drawing, crafting loto symbols, designing cards | Artistic activities | Development of aesthetic skills and cultural expression. |
| Gender Equality | Highlight roles of both men and women in traditions; include varied cultural representations | Inclusive language, diverse examples | Promote equality and respect for all genders. |
| Skill/Competency | Activities | Application |
|---|---|---|
| Critical Thinking | Questioning about symbols and traditions | Analyzing cultural symbols and their meanings |
| Creativity | Designing loto cards and game | Expressing cultural understanding through arts |
| Collaboration | Working in teams to create and play the game | Developing teamwork and communication skills |
| Communication | Presenting their loto game | Sharing knowledge effectively |
| Cultural Awareness | Learning about Mexican celebrations | Fostering intercultural respect in daily life |
| Type | Activities | Criteria | Tools |
|---|---|---|---|
| Formative | Observation during discussions, drawings, and group work | Participation, creativity, inclusion | Observation checklists, anecdotal notes |
| Summative | Final loto game presentation and reflection | Understanding of celebrations, artistic expression, intercultural respect | Rubrics, self-assessment sheets, peer feedback |
This inquiry-based STEAM project fosters cultural understanding, artistic expression, inclusion, and critical thinking among 1st-grade students. Through active participation, creative design, and reflection, students will learn about Mexican celebrations and develop an appreciation for cultural diversity, gender equality, and arts in a joyful, inclusive classroom environment.
End of Educational Project Plan